Before reading chapter 9, I never contemplated all of the factors that can affect the communication process between teachers and students. I am always aware of the importance to present what I say to my students in the clearest terms possible and to be careful "what" I say to my students. However, this chapter raised my sensitivity to another aspect of classroom communication: "It has everything to do with the way in which language is heard and interpreted, with tone, presentation attitude, implication and an understanding of how to convey complex meaning in a way that is understood by the spoken to." Not all students grasp and understand in the same way. It is up to the teacher to pay attention to how he/ she is heard at the same time he/she is speaking and be aware how students hear and interpret what he/she is saying. Kohl calls this ability "attunement", a necessary skill that enables teachers to not only communicate effectively with their students, but also improves the quality of the learning that takes place in the classroom. Kohl also states "The way in which teachers speak shapes students' attitudes and is a major determinant in the nature and quality of the learning environment." This chapter highlights the powerful influence that a teacher's language has on the dynamics of a classroom and the importance of teachers needing to choose their words wisely to maintain class order and maximize student learning.
Chapter ten was a difficult chapter. Since I was a little tired when I read the chapter, it took me a while to figure out what "the language of wider communication" was. I know the author used this term to make a point, but it would have made better sense to use the term "standard English" instead. I agree that language discrimination is wrong, and that nonstandard forms of English are not inferior but linguistically valid language forms that need to be fully accepted by educational institutions and American mainstream society in general. According to Smithermann, mainstream society's acceptance and validation of nonstandard language forms could only benefit the speakers of nonstandard English forms: "In William's own research in the Seattle, Washington, Black community, he demonstrated that Blacks who were conscious of their own language as a legitimate system were more receptive to learning the language of wider communication." We've read more than once in this book about the studies language experts have done on nonstandard language forms. If all of this research exists, why isn't anything being done about it? Smitherman's chapter is a call to action for concerned citizens to get involved in the political process and do something to change the negative biases against nonstandard English that exist in American society.
Joan Wynne's chapter was interesting in the way it shined the spotlight on the need to include language studies as part of the teacher training curriculum to educate teachers about the linguistic truths about language. I have to admit that before reading this book, I would have answered the question "How would you describe Standard English" the same way as the students in the book. I have learned things about language from the book The Skin that I Speak that I have never been taught in any other class in my entire life. This is important and basic knowledge all teachers should know in order to better understand, interact with, and instruct their students.
Vickie Howell
Comments (4)
Vickie,
I also wonder, as you do, why the research does not inform practice to the extent that it should. That's why I am always so enthusiastic for practicing teachers to read this book -- because they are in the position to make a real difference in regard to language and identity!
I constantly work on "attunement." It is a real challenge......especially when I go home to Georgia to visit with family -- who have little formal education. I think this idea of attunement can be applied outside of the classroom, for sure.
Alecia Jackson
Posted by Prof. Alecia Jackson | June 2, 2007 11:12 AM
Posted on June 2, 2007 11:12
Vickie, I agree with your response about attunement and classroom communication. This section does make you think about your own practices in the classroom. We affect the classroom environment in so many ways. I think there should be more staff development on attunement and classroom communication. Many teachers are not aware of the information we are reading.
Chapter 10 was a difficult chapter for me as well. I agree that language discrimination is wrong and we people who do not use standard English should be embraced because once someone feels accepted and valued they are more willing to learn from you.
This book has been an eye-opener and Wynne’s chapter was very interesting. I think everyone would describe standard English the same way as the students even if they did not speak standard English. It is just what we have been taught. I wonder if the problem with students not speaking standard english and how it affects the classroom is more prevalent in certain areas of the United States.
Posted by Danielle Griffin | June 2, 2007 5:44 PM
Posted on June 2, 2007 17:44
Vickie,
I agree that Kohl's chapter should be required reading for all teachers as a reminder of how important our tone and inflction is as well as our words! What good or what harm we might do depending upon the words we choose AND how we deliver them! I hope I will continue to revisit that idea each semester, each year, that I teach. It would be tempting to put the reponsibility entirely upon the student to accept my words just as I intend them but I need to realize that I am the adult and, therefore, the one responsible for the interpretation of my message. Wow, would any of us have chosen this profession initially if we had actually realized the power, and the resulting good or harm, our words might have upon the students we would teach? I'm sure that I was primarily concerned with my knowledge of subject matter when I first began teaching. Attunement is something that I began to employ first in my personal life before I realized the application to my professional life. Hopefully these ideas and this body of research is being shared with teachers-in-training!I wish I had experienced more training in or exposure to ideas that had a very practical application to the teacher-student relationship in my undergraduate program.
Betsy Baldwin
Posted by Betsy Baldwin | June 3, 2007 3:11 PM
Posted on June 3, 2007 15:11
Vickie,
I agree with your comments about language discrimination. Living in this part of NC, I experience many, many types of spoken English since the Charlotte area has become such a melting pot of cultures in this country. I just wonder how much of this discrimination is actually apparent in my school? Do I find myself discussing linguistic differences with children in a negative or corrective tone? The answer is no. Kindergarten students need clear instruction in phonics as part of our curriculum. There are specific ways and tricks to teaching letter sounds and blends. When a child's natural voice and accent are heard within spoken language I am not concerned with how the accent plays into it. I am concerned with proper pronunciation. When less than formal instruction occurs we openly discuss slang, new vocabulary, and cliches in our classroom. I pride myself in teaching children.
Posted by Renee Pagoota | June 3, 2007 8:25 PM
Posted on June 3, 2007 20:25